Abstract

The present study investigated the prevalence of teacher occupational stress among primary school teachers in Matebeleland North Region. A survey method was used to collect data for the study. A sample of 10 schools was randomly selected from primary schools in the Region. A total of 120 teachers drawn from the 10 schools participated in the study. A survey questionnaire (the adapted version of Kyriacou and Sutcliffe’s (1978) instrument) was used to collect data for the present study. A t-test was used to determine gender differences in teachers’ perceptions of stressful experiences. The major findings were that all the participating teachers perceived their profession as stressful. The majority of teachers (66%) views the teaching profession as much too extremely stressful and is in the risk category while 34% perceive their occupation as mildly to moderately stressful and are in the productive category. The t-test showed no gender differentiation with regards to stressful experiences among teachers. The study recommended the improvement of teacher’s quality of work life through identifying and addressing the underlying causes of stress. Further the Ministry of Education, Sport and Culture could consult countries that have successfully attenuated teacher stress and implement similar stress reduction strategies.

Key words: Stress, teacher stress, teaching profession.